Ensuring quality and determining effectiveness overview
As many institutions have invested in faculty development programming and understand that it is pivotal to the success of innovation in course designs and academic programming, there is a need to ensure that the products resulting from these efforts are meeting institutional standards of quality for student learning and other outcomes. We have seen an array of mediated forms of learning (hybrid, blended, flipped, online, self-paced, competency-based, MOOCs, and more) being diffused across campuses and systems, and many of us have been asked to provide evidence of the effectiveness of our faculty development programming to ensure the quality of classes and programs. Administrators are looking for an ROI in faculty development as we are seeing decreases in funding, enrollments, and budgets. This presentation will share an approach to ensuring quality and evaluating the effectiveness of faculty development, including the sharing of resources.
Outcomes:
Learn about a life cycle of ensuring quality in faculty development
Identify steps in a backward-design approach to evaluating the effectiveness of faculty development
Share potential resources to use in future efforts
November 14th, 12:30pm-4:00pm
Step 1: Defining Effective
What is a “good” blended or online course? What pedagogical model facilitates a “good” blended or online course?
Step 2: Facilitating Success
What elements and format should be considered in designing and developing a faculty development program? What opportunities and experiences should be available to help instructors learn effective practices in design, delivery, and teaching online and blended courses?
Step 3: Documenting Success How will you know when faculty are providing quality online and blended courses? What tools or services could be provided for evaluating the effectiveness of online and blended courses? How will quality be communicated to others?
As many institutions have invested in faculty development programming and understand that it is pivotal to the success of innovation in course designs and academic programming, there is a need to ensure that the products resulting from these efforts are meeting institutional standards of quality for student learning and other outcomes. We have seen an array of mediated forms of learning (hybrid, blended, flipped, online, self-paced, competency-based, MOOCs, and more) being diffused across campuses and systems, and many of us have been asked to provide evidence of the effectiveness of our faculty development programming to ensure the quality of classes and programs. Administrators are looking for an ROI in faculty development as we are seeing decreases in funding, enrollments, and budgets. This presentation will share an approach to ensuring quality and evaluating the effectiveness of faculty development, including the sharing of resources.
Outcomes:
Learn about a life cycle of ensuring quality in faculty development
Identify steps in a backward-design approach to evaluating the effectiveness of faculty development
Share potential resources to use in future efforts
November 14th, 12:30pm-4:00pm
Step 1: Defining Effective
What is a “good” blended or online course? What pedagogical model facilitates a “good” blended or online course?
Please type your group answers in the following Google doc:
https://docs.google.com/document/d/1y_ZFKXO73haw9t3dzHbtvupG9Vz_4RmKQ5CnGGqZQoQ/edit?usp=sharing
Step 2: Facilitating Success
What elements and format should be considered in designing and developing a faculty development program? What opportunities and experiences should be available to help instructors learn effective practices in design, delivery, and teaching online and blended courses?
Please type your group answers in the following Google doc
https://docs.google.com/document/d/1bKFH31ykcv-NE2Us90a7SkvE_j9erGffTn49XosbJI8/edit?usp=sharing
Step 3: Documenting Success
How will you know when faculty are providing quality online and blended courses? What tools or services could be provided for evaluating the effectiveness of online and blended courses? How will quality be communicated to others?
Please type your group answers in the following Google doc
https://docs.google.com/document/d/1MnMO3tJ8nMw0Q_uaYmWQoHSwZ8Vdw8cdg_7hqcGBSlE/edit?usp=sharing